The Pastoral System
We believe that a supportive pastoral system plays an essential part in creating an orderly, purposeful and caring atmosphere in which all individuals can do their best. The school has an enviable reputation for the support it gives to students.
At Ralph Sadleir we have a Vertical Tutor Group system, which we refer to as House Groups
What are Vertical House Groups?
House groups are organised into groups of students of different ages – Year 5 up to Year 8. Children with a family connection such as siblings or cousins are in the same House Group.
Is this a new idea?
No. Vertical tutoring is established in schools nationwide.
What are the advantages?
- Smaller House group sizes, resulting in improved relationships and pastoral support.
- An outstanding community atmosphere within the school where everyone is approachable and mutually respectful
- Any perceived obstacles regarding interacting between students of different ages will be removed
- Smaller year group clusters in each House group enabling staff to mentor students more effectively throughout their educational journey, for example focus on Year 5 at the start of the year and Year 8 in the summer term.
- Students are provided with better leadership opportunities (for example buddy reading)
Does vertical tutoring split up existing friendships?
House Group time only accounts for about 1 hour in the school week. Students will see other friends in many of their lessons and during break and lunch times. In compiling the House groups, students’ personalities, interests, abilities and friendships are considered in order to create balanced groups and avoid anyone feeling isolated. We expect we will see new friendship groups emerging.
What does this mean for assemblies?
Each Monday there is a whole school assembly. There is also a House assembly each week. These are led by school staff, but students are encouraged to also lead these assemblies, perhaps talking about an issue that matters to them or a hobby they have out of school.
Are younger students negatively influenced by older students?
Research and feedback from schools that use this system suggests that the opposite is true. Feedback suggests that an “in-group loyalty” develops as students get to know each other and grow in confidence. The staff House Leaders will have responsibility for making sure any unacceptable behaviour is addressed and a strong tutor group ‘bond’ is maintained. Evidence across schools that use this system shows that older students who may demonstrate negative behaviour, quickly rise to the expectations upon them and act as a role model for younger peers.
How many students are in a House group?
Each House has 4 groups and each House Group has around 22 students made up of clusters of approximately 5 students from each year group. Students will usually stay in the same House group for their whole school career to the end of Y8.
How will House Group time be organised?
House Groups meet for 15 minutes at the end of the day from Tuesdays – Thursdays. Activities include a House Assembly, preparing for House events and competitions and a range of Spiritual, Moral, Social, and Cultural curriculum activities.
How do students of different ages work together and support each other?
In House Groups, students can learn a lot from each other. When Y5 students start their transition to the school they will meet and get to know older students which will reduce some of the anxiety they may have about being the youngest in the school again.
During tutor time discussions about key issues and current affairs, students learn to listen, respect and learn from the views of other students.
Very rarely in the rest of our lives do we operate only with people of the same age as ourselves, so House Groups can be a good preparation for life beyond school.
What other benefits are there to the school community?
The structure offers opportunities to extend House competitions in a range of activities. Recognition and sanctions operate through the Houses, fostering a sense of loyalty and responsibility to others in the House.
In this way we hope that House Groups develop positive values and a stronger community ethos.
What role do students have in implementing this?
Our students are able to offer ideas for the InterHouse competitions.
Who decides which House group students are placed in?
Teachers, the, SENCo and the Senior Leadership Team all contribute to the process. The new Y5 students are told which group they are in during their transition day in July.
Will Vertical House Groups alleviate bullying?
Ralph Sadleir does not tolerate bullying. We aim to reduce the number of incidents of bullying by promoting a team ethos within House Groups. Feedback from other schools using vertical groups leads to a reduction in bullying.
Who are the additional, non-teaching Co-tutors be?
Some of our teachers work part time so will not be available to lead their House Group everyday. All of our support staff not currently working directly 1:1 with a child, are a House Group co-Lead.
Phase Leaders
Phase leaders work closely with the year group tutors and their primary concerns are the academic progress and personal welfare of all the pupils in their year group. Pastoral Care in KS3 often builds upon the initiatives begun in KS2, with academic and social progress shared between the previous and new form tutor/phase leader, ensuring consistency during your child’s journey through Ralph Sadleir.
Pupils who need support are monitored closely so that appropriate intervention strategies can be introduced to aid pupil well-being, behaviour and learning. This can also be achieved with the help of the SENDCo and parents/carers will be involved as part of the process.
Behaviour and Attendance
In order to provide the best possible learning environment for pupils and staff, the school office will contact parents if we have concerns with regard to attendance and punctuality. Mr Morgan (Attendance Officer), oversees attendance at a whole-school level.
